Embedded Files
Test Results
Test Results
All of the 32 students were able to answer the Pre-Test and Post-Test. However, some confusions because of the labelling/units used were encountered by the students in the Basic Geometry section of the Pre-Test.
Average score
37.5/68
Pre-Test
Pre-Test
34.18/67
Post-Test
Post-Test
There is a small difference with the average score between the Pre-Test and Post-Test. Although the Post-Test has the lower average, the questions given were more difficult since the format of the questions were different from what the content document and Pre-Test questions asked for.
Median
40/68
Pre-Test
Pre-Test
36/67
Post-Test
Post-Test
The median for the Pre-Test is higher than the Post-Test. It was expected since the Pre-Test had simpler questions that could be easily answered after reviewing the modules well.
Range
6-55 points
Pre-Test
Pre-Test
13-58 points
Post-Test
Post-Test
Although the Pre-Test had a higher average and median, the range of the scores, from the Pre-Test to the Post-Test, became smaller, which suggests that after studying the modules, the students' scores increased overall.
Post-Implementation Evaluation Feedback
Post-Implementation Evaluation Feedback
The students were sent an evaluation form at the end of the program. It was divided into the following sections:
Module Content
Difficulties encountered with modules
Pre-test
Post-test
Science High Schools
Others
As seen in Figure 1 below, the graph is left-skewed as there are no ratings for 1 and 2. An increasing number of students found the quality of aid provided by the reviewers more helpful to them as the number of responses peaked at a rating of 5. Thus, everyone believes that they benefited from the provision of reviewers.
Figure 1. Rating of students regarding the help provided by the modules.
As seen in Figure 2 below, the data—once again—forms a left-skewed graph with little to no responses for ratings 1 and 2. The majority of the students had answered a rating of 4, meaning the modules that the STEModularia team provided were sufficiently straightforward and simple.
Figure 2. Rating of students on the straightforwardness and simplicity of the modules.
Table 1. Response of students on sections difficult to understand independently.
Algebra and Basic Geometry
Algebra and Basic Geometry
...were the two topics that the students said they most needed help with.
The sections Decimals, Percents, and Fractions, Ratio and Proportion, and Mean, Median, Mode were by deemed by the students as fairly easy, while the majority of the students found the remaining sections–Basic Geometry, Introduction to Basic Algebra, and Solving Word Problems–to be of moderate difficulty.
Figure 3. Time Allotment Per Reviewer Section
84.8% of students
84.8% of students
...said that the time allotted for each section of the module was sufficient.
Pre-Test
Pre-Test
The majority of the students said that the test was moderately hard
Introduction to Basic Algebra was the most difficult portion of the test, with Basic Geometry and Word Problems coming in a close second
84.8% said that the time allotted for the test was enough
90.9% said that the test was easily accessible
The majority of the students said that the test was slightly to moderately confusing
Post-Test
Post-Test
Similar to the Pre-Test, the majority of the students said that the test was moderately hard
Introduction to Basic Algebra was the most difficult portion of the test
90.9% said that the time allotted for the test was enough
87.9% said that the test was easily accessible
The majority of the students said that the test was moderately confusing
Contribution to Community Development
Contribution to Community Development
The project contributed to the community by giving the students involved experience with Mathematics lessons they may or may not have encountered before, and these may be helpful to them in their future years in high school.
Objectives Achieved
Objectives Achieved
Provide learning opportunities in preparation for the NCE and high school entrance exams— through the provision of modules and conducting meetings with the students, learning opportunities were provided to the students.
Develop modules - Modules were successfully developed, printed, and sent to the students.
Strengthen and assess knowledge of students - The knowledge of the students was assessed and strengthened through the Pre-Test and Post-Test given.
Help stakeholders further understand the impact of education - Teachers, students, and parents were made aware of opportunities in Pisay and the future it could bring to students.
Success Indicator
Success Indicator
Did the program motivate you to apply for Philippine Science High School or any science high school?
Figure 4. Number of students motivated to apply to science high schools
At the end of the program, 10 students were motivated to apply to PSHS or any science high school, 20 were undecided, and three said they were not motivated. Thus, the project can be considered a success.
Overall, the project could be deemed as a success as the group was able to provide learning opportunities in preparation for the National Competitive Examination (NCE), conducted by Philippine Science High School, and other high school entrance exams through the development of learning modules that helped strengthen and assess the knowledge of the students who participated.
Problems Encountered
Problems Encountered
Aside from time constraints that led to tighter schedules for the members, there were no problems encountered within the group and with the community. The implementation of the project was carried out smoothly.
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